Diploma in Theology

Purpose

The primary purpose of this Diploma in Theology is to provide a knowledge base that can be applied practically in the general theological principles, within the six theological disciplines (Church History, Dogmatics and Ethics, Missiology, New Testament, Old Testament and the various Practical Theology's sub-disciplines.

The institution has in its planning, allocated adequate resources to the implementing and upkeep of this qualification. These resources consist of qualified academic staff that is experts in their specific fields, qualified support staff, library resources, and Information technology (IT) resources as reflected in the Africa Transport Solutions (ATS) budget.

This qualification will provide a biblical based theological education within the Pentecostal/Charismatic sector of the Church, in order to equip Christians for effective ministry, and establish responsible, ethical driven research related to the Pentecostal/Charismatic sector of the Church.

Rationale

The qualification was developed due to a need that was established through research into the educational needs of active Christian ministers. Research was done by means of various research projects, discussions with church leaders and other sector stakeholders. It is stated that, within the Pentecostal/Charismatic sector of the Church-world, at least three hundred churches are established daily within the Southern African region, which are led by ministers of whom the majority have no educational grounding in theology. The effect in many instances is churches that are managed on questionable principles and unacceptable practices. The qualification will provide a biblical based theological education within the Pentecostal/Charismatic sector of the church to equip Christians for effective, responsible, and ethical ministry.

There is a need for quality trained church planters, pastors, pastoral counsellors, evangelists, hospital chaplains, cell leaders, youth workers, workers in children ministries, missionaries and workers in church-based community programmes.

The institution embarked on a market research within the broader Pentecostal/Charismatic church world in South Africa. The research revealed a great need for training pastors within this sector. It is seen as one of the fastest expanding sectors within the church world in Southern Africa. Most churches are run by self-appointed pastors with no theological training. This results in questionable practices in many instances. It became evident that the need exists for more practical orientated training of pastors. This need is further underscored by the fact that many pastors who do have a senior certificate, do not have a Bachelor's Degree endorsement, and are therefore excluded from the Bachelor of Arts in Theology offered at the institution based on the minimum entry requirements.

Further, discussions took place between the institution and various stakeholders to determine the need related to theological qualified pastors. Stakeholders shared their opinions about what areas this qualification should address. These were off set against research and discussion with academic peers into the present trends within theological training of pastors. This qualification was developed based on the outcomes of this pre-curriculum development research.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is done according to the Policy on Recognition of Prior Learning.

Applicants who meet the minimum admission requirements and have partially completed an equal qualification may apply for RPL for awarded credits by the previous institution. A full learner transcript form the previous institution is required to confirm credits awarded. RPL is done in accordance with the existing Higher Education legislation pertaining to RPL at the time of application. RPL is subjected to the approval by the institution depending on the nature of the RPL application.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, National Qualifications Framework (NQF) Level 4.

Or

• National Certificate (Vocational), NQF Level 4.

Or

• Senior Certificate, NQF Level 4.

This qualification consists of the following compulsory modules at Level 6 totalling 360 Credits.

Compulsory Modules, 360 Credits

• Church History, 48 Credits.
• Dogmatics and Ethics, 58 Credits.
• Missiology, 48 Credits.
• New Testament, 58 Credits.
• Old Testament,58 Credits.
• Practical Theology, 90 Credits.

1. Apply the key terms, concepts, facts, principles, rules and theories to practices within an occupation in either the Church, para-church organisations or community based organisations.
2. Demonstrate an understanding of different forms of knowledge, schools of thought and forms of explanation related to the various theological disciplines within the curriculum, which will enhance their knowledge producing ability.
3. Demonstrate the ability and skills to evaluate select and apply various theological methods and procedures in the ministry context.
4. Identify, evaluate and solve problems in previously unfamiliar ministry situations, through gathering evidence of the situation or occurrence and to apply solutions based on the accumulated evidence within a practical context.
5. Ability to practically Ddemonstrate an practical understanding of the ethical implications of the decisions decisions and actions that they make, and the actions based on those decisions, within a ministry context which will demonstrate their skills in the complexity of ethical issues.
6. Evaluate different sources of information as it presents itself in the various theological disciplines, but also within the broader context of community development, which will enable them to select information that is suitable to the task at hand, and to apply well-developed processes of analysis, synthesis and evaluation based on that information.
7. Develop, present and communicate complex information both reliably and coherently, using correct academic and occupational resolutions and presentations for any given situation within the ministry.
8. Demonstrate the skills to make decisions and act appropriately in familiar and new ministry situations, whereby demonstrating an understanding of the relationship between various aspects, and understand that actions, ideas or developments within one area impact other areas or systems.
9. Evaluate performance against specific criteria, and accurately identify and address his or her task-specific learning needs in a given context, and to support the learning needs of others.
10. Work effectively in a team, and take responsibility for his or her decisions and actions and the decision and actions of others within teamwork in the ministry, and take responsibility to effectively and ethically use the available resources that presents itself within the area of ministry that the student will be involved in.

Integrated Assessment

The assessments are done in accordance with the assessment policies. Both formative and summative assessments are employed in the qualification. Formative assessments in the form of written assignments and tests are continually conducted in each module of the qualification. The purpose of the Formative Assessments is to enhance the learning of the learner and serves as an indicator to both the learner at the lecturer of the learner's strengths and weaknesses. Summative Assessment in the form of written examination papers are written at the end of each semester. The Summative Assessments serve as an indicator to both the learner and the lecturer of the students' competencies in relation to the outcomes of the various modules, and the programme specifically.

Assessments are aligned with the qualification and the specific module, it must be fair and must measure the competencies of the learner aligned with the outcomes. This requires that all assessments be evaluated for accuracy and whether they comply too the institution and Department of Higher Education and Training (DHET) regulations pertaining to assessments, and whether the assessment questions or instructions are reliable, fair and understandable for all students.